Flipped classroom through audience response system

Flipped classrooms have gained a lot of popularity within
the educators in the last few years. The
concept of flipped classroom aims to leverage the use of blended learning which
includes online as well as traditional face to face classroom sessions. The
online infrastructure is aims to teach basic concepts while the face to face
classroom learning is used for exploring application and synthesis of
information.

For a better understanding instance can be taken as the one
following. For example in a college there are chances that one or more of you
courses is currently being administered upside down, or “flipped” or everything
is backward. The lecture is assigned as homework and the “homework” is
completed in class. While there is no single model, in order to consider itself
flipped, a course has to assign as homework what’s usually administered in
person, often the lecture. This frees up classroom time to do what the homework
would normally be. Usually problem sets, now completed in teams or
individually, with the instructor encouraging the flipped classroom.

Flipped classrooms with audience response system

A flipped classroom puts more responsibility for viewing and interacting with content on the students. Teachers can create gamified assessment activities for their students using audience response system. This not only saves classroom time but also endeavours the efficiency and accuracy of a teaching-learning setup. Such gamified voting pad activities provide teachers with a way to have students not only review and reflect on content, but also collaborate with their peers. Teachers can create various questionnaire for each lesson or unit and encourage students to ask questions and answer their peers’ questions about content as a review for unit assessments.

In addition to making sure your homework materials are
engaging, the lecturer can plan to start class with a brief assessment to make
sure everyone is ready. This can be a single problem to solve, a voting pad survey,
or a quick quiz that you review on the spot. If appropriate, you may need to do
some re-teaching before moving on. With this the teachers can give their
students a chance to clear up confusion early in the lesson with an active
Q&A session. Have students write questions on a whiteboard, or provide the
top five questions on an easel pad and have students vote via voting pads for
the ones they want answered. You can give the answers directly or break
students into groups to help each other fill in the gaps.

Conclusion

There are many ways to get started. We suggest developing a flipped classroom strategy that you can build upon over time. Experimentation with different methods using audience response system will be key for you to learn quickly and iterate. Although the flipped classroom is a highly talked about concept, it hasn’t been around for as long as you may think. A flipped classroom doesn’t necessarily provide true flipped learning. It’s what happens in the classroom that matters. True flipped learning turns classroom time into a more individualized experience.

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